皇家华人

This module is taught through five units. It starts with induction which involves students getting to know each other online and exploring the VLE so that they understand the blended nature of the teaching. F2F teaching normally takes place on a Saturday, with the online teaching using a range of asynchronous and synchronous pedagogic strategies. Unit 1 What is Teacher Education is a F2F unit which introduces the theories and includes discussion about practices in both initial and inservice teacher education (TE). Unit 2 England 鈥� the national context is taught over two weeks online and investigates opportunities available in England and other UK countries, teacher standards and critically examines the concept of 鈥榚ffective鈥� TE, preferring the term 鈥榚fficacious鈥�. In Unit 3 International perspectives 鈥� the new TE profession F2F teaching resumes and develops notions of professionalism, explores TE projects in international settings and marketing. Unit 4 What sort of teacher educator am I? continues the professionalism discussion online by revisiting theory and looking at students鈥� own perspectives on TE. First- and second-order practices are scrutinised. And finally, Unit 5 How do policies work? returns to F2F teaching through examining challenges of different models and how leadership affects TE. The concepts of 鈥榯raining鈥� and 鈥榚ducation鈥� are consolidated.听

As already noted this is a 鈥榖lended鈥� module taught through F2F and online pedagogies. It has three 6 hour F2F sessions on Saturdays, interspaced with four online sessions. The total notional learning hours for all 30 credit modules is 300 hours, and of these engagement in the teaching and learning activities (including readings and responding online) will take up around 100 hours (up to 10 hours per week).听

Topics explored are indicated by the unit titles:听

Unit 1 鈥� What is Teacher Education?听

Unit 2 鈥� England: the national context听

Unit 3 鈥� International perspectives: the new TE profession听

Unit 4 鈥� What sort of Teacher Educator am I?听

Unit 5 鈥� How do policies work?听

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The fundamental aim of the module is to explore the theory, research and practice of teacher education, which will be achieved through:听

• A critical examination of the research evidence which underpins teacher education 鈥減ractical wisdom鈥� (after Shulman), policy and practices.听

• A critical and informed analysis of how teacher education gets practiced in a range of settings (schools, universities and third sector organizations) and in a range of policy contexts, and international settings.听

• An exploration of the different ways in which 鈥渜uality鈥� is theorized and understood within teacher education, and how teacher education has adapted to variations in need, demand and policy influences, including perceptions of the 鈥済ood鈥� teacher in different places.听

• A detailed exploration of different teacher education practices, the research that underpins their use, and the impact they have on teachers.听

• Theoretical perspectives on professional learning.听

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Recommended Readings:听

Books 鈥� these are core books on the module, but you do not have to buy them. They are available in our library听

Brooks, C. (2021).听Initial Teacher Education at Scale: Quality Conundrums. London: Routledge.听

Evans, M. (2013).听Teacher Education and Pedagogy: Theory, Policy and Practice: Cambridge University Press听

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Articles 鈥� These are not necessarily open access but they are available through our library once you are enrolled听

Hargreaves, E. (2013). Assessment for learning and Teacher Learning Communities: UK teachers' experiences. Teaching Education, 24(3), 327-344. 听听

Murray, J., Kidd, W., McMahon, A., & Viswarajan, S. (2020). Teacher Educators and Expansive Learning in the Workplace and Beyond [Original Research]. Frontiers in Education, 5. 听

Oliver, M., Avramides, K., Clark, W., Hunter, J., Luckin, R., Hansen, C., & Wasson, B. (2018). Sharing teacher knowledge at scale: teacher inquiry, learning design and the representation of teachers鈥� practice. Teacher Development, 22(4), 587-606. 听听

Philpott, C. (2014). A pedagogy for initial teacher education in England. TEAN Journal, 6(3), 4-16. 听

Struthers, d. R. (2017). The Challenge of School-Led Teacher Education for Those Working within Traditional Teacher Education Partnerships: A Case of Roman Riding. In University Partnerships for Pre-Service and Teacher Development (Vol. 10, pp. 161-176). Emerald Publishing Limited. 听听

Zeichner, K., Payne, K. A., & Brayko, K. (2015). Democratizing Teacher Education. Journal of Teacher Education, 66(2), 122-135. 10.1177/0022487114560908听

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Open Access Journals - These should cost nothing to access articles. Read those that interest you:听

Critical Education 听

ECNU Review of Education 听

Educate: Journal for Doctoral Research in Education 听

International Journal of Education Development in Africa 听

Journal of Innovation and Research in Primary Education 听

Journal of Global Education and Research 听

Northwest Journal of Teacher Education 听

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Websites:听

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/ioe/teacher-education-college - scroll to the bottom and look at some of the 鈥榖logs鈥� from IOE experts.听